Native-Speakerism in Japan : : Intergroup Dynamics in Foreign Language Education / / ed. by Stephanie Ann Houghton, Damian J. Rivers.

• Superior document: Title is part of eBook package: De Gruyter Asian Studies Backlist (2000-2014) eBook Package
• MitwirkendeR: Derivry-Plard, Martine,; Falout, Joseph,; Fujimoto, Donna,; Geluso, Joe,; Hashimoto, Kayoko,; Hayes, Blake E.,; Heimlich, Evan,; Hicks, Salem Kim,; Holliday, Adrian,; Houghton, Stephanie Ann,; Kubota, Ryuko,; Masden, Kirk,; McKenzie, Robert M.,; Petrie, David,; Rivers, Damian J.,; Seargeant, Philip,; Toh, Glenn,; Tsuneyoshi, Ryoko,; Yphantides, Jennifer,
• HerausgeberIn: Houghton, Stephanie Ann,; Rivers, Damian J.,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2013]; ©2013
• Year of Publication: 2013
• Language: English
• Series: Multilingual Matters
• Physical Description: 1 online resource (280 p.)
• Other title: Frontmatter --; Contents --; Tables and Figures --; List of Acronyms --; Acknowledgements --; Introduction: Redefining Native-Speakerism --; Part 1: Native-Speakerism: Shifting to a Postmodern Paradigm --; 1. ‘Native Speaker’ Teachers and Cultural Belief --; Part 2: ‘Native Speaker’ Teachers in Workplace Confl ict --; 2. (Dis)Integration of Mother Tongue Teachers in Italian Universities: Human Rights Abuses and the Quest for Equal Treatment in the European Single Market --; 3. Kumamoto General Union vs. the Prefectural University of Kumamoto: Reviewing the Decision Rendered by the Kumamoto District Court --; 4. The Overthrow of the Foreign Lecturer Position and its Aftermath --; 5. Institutionalized Native-Speakerism: Voices of Dissent and Acts of Resistance --; 6. Negotiating a Professional Identity: Non-Japanese Teachers of English in Pre-Tertiary Education in Japan --; 7. Forming Pathways of Belonging: Social Inclusion for Teachers Abroad --; Part 3: Employment Policies and Patterns in Japanese Tertiary and Secondary Education --; 8. Communicative English in Japan and ‘Native Speakers of English’ --; 9. Hiring Criteria for Japanese University English-Teaching Faculty --; 10. On the (Out)Skirts of TESOL Networks of Homophily: Substantive Citizenship in Japan --; 11. The Construction of the ‘Native Speaker’ in Japan’s Educational Policies for TEFL --; 12. The Meaning of Japan’s Role of Professional Foreigner --; Part 4: Native-Speakerism as a Multi-Faceted and Contemporary Social Phenomenon --; 13. Scrutinizing the Native Speaker as Referent, Entity and Project --; 14. Racialized Native Speakers: Voices of Japanese American English Language Professionals --; 15. Native-Speakerism through English-Only Policies: Teachers, Students and the Changing Face of Japan --; Part 5: Native-Speakerism from Socio-Historical Viewpoints --; 16. Changing Perceptions? A Variationist Sociolinguistic Perspective on Native Speaker Ideologies and Standard English in Japan --; 17. Ideologies of Nativism and Linguistic Globalization --; 18. The Native Speaker Language Teacher: Through Time and Space --; References --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781847698704; 9783110649772; 9783111024738; 9783110663136; 9783110606713
• DOI: 10.21832/9781847698704
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: ed. by Stephanie Ann Houghton, Damian J. Rivers.

The relative status of native and non-native speaker language teachers within educational institutions has long been an issue worldwide but until recently, the voices of teachers articulating their own concerns have been rare. Existing work has tended to focus upon the position of non-native teachers and their struggle against unfavourable comparisons with their native-speaker counterparts. However, more recently, native-speaker language teachers have also been placed in the academic spotlight as interest grows in language-based forms of prejudice such as ‘native-speakerism’ – a dominant ideology prevalent within the Japanese context of English language education. This innovative volume explores wide-ranging issues related to native-speakerism as it manifests itself in the Japanese and Italian educational contexts to show how native-speaker teachers can also be the targets of multifarious forms of prejudice and discrimination in the workplace.